The purpose of this quantitative, quasi-experimental study was to assess differences between US K-12 teachers who participated in digital game-based learning (DGBL) and those who participated in digital learning (DL), in terms of pre-/posttest gains in computational thinking (CT) and pre-/posttest changes in perceived usefulness (PU) and perceived ease of use (PEU) of the digital learning technology they experienced (DGBL vs. DL). The research was based on the theory of CT, by Papert and Wing, and the theory of DGBL by Prensky. The first research question examined if there were statistically significant differences in CT, as measured by the "Computational Thinking Scales," between K-12 teachers who participated in DGBL and those who participated in DL. The second and third research questions examined if there were statistically significant differences in the PU and the PEU of the technology, as measured by the "Technology Acceptance Model." A convenience sample of 140 US K-12 teachers was drawn from two school districts in one western mountain state, and one national online organization. Results of an independent samples t-test indicated no significant differences in pre-/posttest gains in CT, t(138) = -0.088, p = 0.930. Results of Mann-Whitney U tests indicated no significant differences in pre-/posttest changes in PU, U = 2135.5, z = -1.17, p = 0.244, and no significant differences in pre-/posttest changes in PEU, U = 1966.000, z = -1.876, p = 0.061. The findings provided no evidence to support that DGBL offered any benefit over DL for K-12 teachers for the outcomes measured. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]